Efeitos da introdução de videoaulas em disciplina de bases da técnica cirúrgica avaliação da motivação e da aprendizagem dos estudantes

Abstract

Teaching methods undergo considerable changes in contemporary society due to the incorporation of digital resources such as Information and Communication Technologies (ICTs). From electronic devices, among other tools, it is clear that the teaching and learning model has been transformed as these technologies are aggregated in classes. The video lesson is a technological and accessible tool that helps students consolidate knowledge, develop skills and increase motivation during study. Motivation can be considered one of the main indicators of the individual performance of each student. In medical schools, several studies were launched to understand the dimensions of teaching, especially with regard to motivation. In this context, the objective of this work was to evaluate the effects of the introduction of asynchronous video classes in the Basics of Surgical Technique (BTC) discipline, in comparison to the traditionally used methodology, on the motivation and learning of students. The study sample consisted of 75 sixth-period medical students, randomly divided into 2 groups. The Intervention Group received access to video classes and standard courseware (Group 1) and a Control Group (Group 2) only received standard courseware. The research was divided into 3 parts, namely: the Pre-Test, which evaluated the students' prior knowledge; the Post-Test (1) carried out immediately after the traditional class of the discipline; and, finally, the Post-Test (2) performed 14 days after the start of the intervention. To assess students' motivation, the Instructional Materials Motivation Survey, version validated in Brazil (Brazilian Version) (IMMS-BRV) was adopted in the study. As a result, motivation was high in both groups. Specifically, in the dimensions of “Attention” and “Expectation” motivation, a statistically significant difference (p < 0.05) was observed among students aged up to 21 years. There was only a statistically significant influence of the Study Phase factor (F2, 146 = 7.564; p = 0.001, therefore, p < 0.05) regardless of the Study Group to which the student belonged. The grades remained high in all phases of the study. It was concluded that asynchronous video classes are modern and motivating resources, and they can be added to the BTC discipline as a tool easily accessed by academics at relevant moments of the study routine, expanding its applicability and generating knowledge retention.